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九年级仁爱版英语课堂教案

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初中英语教学中高效的课堂教学能够突破学生的学习障碍,能够促进师生之间在课堂中的交流,能够让初中英语在短时间内达到高效的教学效果。今天小编在这给大家整理了一些九年级仁爱版英语课堂教案,我们一起来看看吧!

九年级仁爱版英语课堂教案1

学习目标

1.通过学习短文,掌握如何处理我们在学习、生活中遇到的问题和挑战。

2.掌握下列知识点:

■重点词汇:soft,unless,solve,regard,influence,friendship,lose,development

■重点短语:①look up ②write down ③make up ④deal with

⑤regard as ⑥be angry with ⑦go by ⑧as a second language

■重点句型:

①If you don't know how to spell new words,look them up in a dictionary.

②As young adults,it is our duty to try our best to deal with each challenge in our education with the help of our teachers.

预习导学

Ⅰ.预习单词,完成下列各词。

1.unfair(反义词)    2.friend(形容词    3.easy(副词)

4.important(反义词     5.agreement(反义词

Ⅱ.预习Reading部分,回答下列问题。

6.How do we deal with our problems

合作研讨

一、重点单词与短语

1.unless conj.如果不;除非

例如:l won't go to the party unless I am invited.

除非我受到邀请,否则我不会去参加晚会的。

【拓展】unless 作连词,引导条件状语从句,含有否定意义,相当于if...not...

【跟踪训练】

(1)You will fail the exam unless you work harder.(同义句转换)

You will fail the exam the exam    you    work harder.

2.regardv.将……视为

【拓展】regard...as...意为“把……当作……”,后接名词或形容词。

【跟踪训练】

(2)我们把老师当作的朋友。

We    our teachers    our best friends.

3.deal with处理;应对

例如:How do you deal with your challenges in your study

你如何处理学习中的挑战

【辨析】deal with/do with

deal with的同义短语为do with,意为“处理”。deal with与how连用;do with与what连用。

【跟踪训练】

例如:How do we deal with our problems(同义句转换)

Do we       our problems

二、重点句型

1.If you don't know how to spell new words,look them up in a dictionary.

如果你不知道如何拼写生词,查一下词典。

【精解】①证引导条件状语从句,主句是一般将来时、祈使句或含有情态动词can、may等时,从句要用一般现在时。

【跟踪训练】

(4)如果明天下雨我就不去公园了。

I go to the park if it tomorrow.

【精解】②look up“动词+副词”短语,意为“查阅;查找”,若名词作宾语,可以置于副词叩之前或之后;若代词作宾语,只能置于look叩中间。例如:look the new words up=look up the new words查阅生词;look it/them up查阅。

【辨析】look up/look at

Look at“动词+介词”型短语,意为“看……”,名词或代词作宾语时,只能置于介词之后,而不能置于短语中间。

【跟踪训练】

(5)—His telephone number is 701-5538 —Have you

A. Written it down B. written down it C .written them down D. written down them

2.As young adults,“is our duty to try our best to deal with each challenge in

our education with the help of our teachers.

作为年轻人,在老师的帮助下尽努力来应对教育中的每一个挑战是我们的义务。

【精解】①It is +n./adj.(for sb.)to do sth.意为“做某事(对某人来说)是....”,其中北是形式主语,真正的主语是后面的动词不定式。

【跟踪训练】

(6)学好英语对我们来说不容易。

It’s not easy for us             my teachers.

【精解】②with the help of sb.意为“在某人的帮助下”,同义短语为with one’s help。

【跟踪训练】

(7)I passed the exam with my teachers’ help(同义句转换)

I passed the exam             my teachers.

当堂检测

Ⅰ. 根据句意及首字母提示完成单词

1.U    you tell me the truth,I won’t believe you.

2.My students r    me as their best friend.

3.EducatiOn is an important part of our d    .

4.P1ease go home. Your mother is w    about you.

Ⅱ.用所给单词的适当形式填空

5 .The math problem isn't difficult. I can work it out    (easy).

6.Though Stephen Hawking has many physical problems, he becomes very famous and (success).

7.Our    (friend)has 1asted for years.

8.He has failed four times,but he wanted to have a    (hive)time.

Ⅲ.根据汉语提示完成句子

9.昨天我妈妈生我气了。

My mother          me yesterday

10.保护环境是我们的责任。

to protect the environment.

11.我们应当把这个难题当作一次新的挑战。

We should    the problem    a new challenge.

九年级仁爱版英语课堂教案2

提起 this 、 that 和 it ,大家对它们并不陌生。 this 、 that 既可作为形容词,又可作为指示代词,而 it 只能作代词用,使用时要注意它们的区别。

1. this 指离说话人较近的人或物, that 则指离说话人较远的人或物。如:

This is a book. 这是一本书。(指近处)

That is a banana tree. 那是一棵香蕉树。(指远处)

2. 向别人介绍某人时,要说“ This is …”,而不说“ That is …”,也不能说“ He is …”或“ She is …”。如:

This is Li Mei. Li Mei,this is Wei Hua.

这是李梅。李梅,这是魏华。

3. 叙述在一起的两样东西时,先说的用 this ,后说的用 that .如:

This is a computer. That is a TV set.

这是一台电脑,那是一台电视机。

4. 在回答 this 或 that 作主语的疑问句时,要用 it 代替 this 或 that .如:

- What's this? 这是什么?

- It's a ruler. 这是尺子。

- Is that a car? 那是一辆小汽车吗?

- Yes, it is. 是的。

其实,我们平时在第一次提到某物时,常用 this 或 that 来指代,后文中再出现此物时,就用 it 来代替 this 或 that 了。

5. 有时候,人们在打电话时,向对方介绍自己用 this 指代“我( I )”,询问对方则用 that 指代“你( you )”。如:

- Hello, is that Mike? 喂,你是迈克吗?

- No, this is Tom. 不,我是汤姆。

此时切不要用“ I am …”、“ Are you … ? ”或“ Who are you? ”等句式,但可以用 it 替换 this 或 that .如:

- Hello,is it Mr Green? 你好!你是格林先生吗?

- Yes,it is Mr Green. Who is it?

是的,我是格林先生。你是谁?

6. 当指性别不明的婴儿、身份不明的人或是只闻其声不见其人的时候,用 it 而不用 this 或 that .如以下敲门时的对话:

- Who's it? 是谁呀?

- It's me. 是我。

最后提醒同学们注意: this 和 is 不能缩写,但 that 、 it 与 is 连用时可分别写为 that's 和 it's .如:

This is a bike. (不可写成: This's a bike. )

It is a pencil-box. (可以写成: It's a pencil-box. )

九年级仁爱版英语课堂教案3

教学目标

1.识别there be句型和have/has的区别。

2. 熟练掌握 there be句型,包括肯定、否定和疑问形式。

教学内容

词汇: bottle, noodle, wow

词组: a carton of

句型: There is (not) a banana on the table.

There is (not) too much sugar in them.

There are(not) many potatoes on the table.

教学准备:多媒体(电脑)

教学过程:

Step1 呈现

1. 呈现课本P67(或相似)的图片,让同桌间就该图进行对话操练,引入there be 句型。

A: What can you see on the table?

B: I can see …

A: Are /Is there …on the table?

B: Yes, there are/is.

No, there aren’t/isn’t.

在此过程中,鼓励学生能用完整的句子对there be 句型进行回答,如There are/is …on the table./ There are/is not…on the table.

2. 指导学生就教室中的物品用there be句型进行对话操练。

A: What can you see in our classroom?

B: I can see …

A: Are / Is there …in our classroom?

B: Yes, there are/is.

(There are/is …in our classroom.)

No, there aren’t/isn’t.

(There aren’t /isn’t …in our classroom.)

3.指导学生根据以上对话操练归纳出there is 和there are 句型的区别。

4.给出一系列和there is/are及have/has有关的句型,让学生用这些词(组)的正确形式填空。

5.指导学生归纳出there is/are及have/has的区别。

Step2 练习

1.完成一组用there is/are或have/has的正确形式填空,以检验学生是否已掌握什么情况下用there is, there are, have, has以及它们各自的不同用法。

1). How many days _______ in a month? _______thirty or thirty-one days in a month.

2). How many legs ______ the chair _______ ? It ______ only two . It is broken.

3). What’s in the shopping mall ? _______ a supermarket, some restaurants and different kinds of shops.

4). Look! The clocks _______ round faces and on the faces _______ three legs.

5). Can you see the tall building in the centre of the city? It _______ 38 floors .

_______ many companies and shops in it .

6). ________ some chicken on the plate.。 _______ any noodles in the bowl .

7). _______ you _______ much homework to do every day ? Yes. _______ no time for us to

watch TV.

8). Who ________ a Chinese-English dictionary? Nobody________ . I think _________ some in the teacher’s office.

2.指导学生完成课本67页练习,掌握there be 句型的正确用法。

3.用there be句型的正确形式完成一组新对话。

Kitty: I am hungry.

Amy: Me too.

Kitty: _________ a restaurant around here?

Amy: I don’t think so. ________ not one that I know of.

Kitty: Then _________a supermarket nearby?

Amy: Let me think. Well, ________ a big supermarket at the end of this street.________ a lot of things we can eat there.

Kitty: That’s great, but _______always many people there too?

Amy: I think so.

Kitty: Oh, I hate too many people. Look, _______ a snack bar over there. Shall we go there?

Amy: OK.

4.学生运用已学的there be 句型,参照以上练习中出现的对话自由发挥,同桌间编对话进行操练。

Step3 Homework

九年级仁爱版英语课堂教案4

【教材分析】

Module 8的主要内容为运用宾语从句和定语从句来描述毕业生晚会上的对话和写作毕业晚会上的发言。从全书来看,本模块是对以前宾语从句和定语从句的总结和运用,着重引导词的使用,让同学们通过课堂学习活动来掌握其用法。

Unit 1 Here’s to our friendship!

【教学目标】

 Knowledge objective

1. Words: handbag, beat, pardon, intend, fetch, pancake

2. Expressions: intend to do sth, for long, even if

 Ability objective

能听懂和阅读关于介绍毕业生晚会的语言材料,能通过相关词汇和图片描述自己和他人的感受和打算;能编写关于毕业晚会的对话。

 Moral objective

学会倾听他人毕业前的感受;感受同学之间的深厚友谊;培养对母校的热爱之情。

【教学难点】

The use of “intend to do sth.”

【教学方法】

PWP method, task-based method and interactive approach

【教学手段】

A tape recorder, multimedia and some pictures

【教学过程】

Teaching Procedures:

Step 1 Lead-in

Ss look at the pictures and answer the questions.

How will you feel at the school-leavers’ party?

What are you going to show for your classmates?

Will you wear beautiful clothes to take part in the party?

What do you want to say at the school-leavers’ party?

Step 2 Consolidate new words

Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.

handbag n. 女用小提包

beat n. 节拍,拍子

pardon 请再说一遍

intend v. 计划,打算

fetch v. 取来,拿来

pancake n. 薄烤饼,薄煎饼

Step 3 Look and say

Look at the pictures and answer the questions.

1. What is the special event?

2. What is everybody doing?

Step 4 Listening

1. Listen and answer the questions.

Where is Betty going tonight?

What are Betty and Tony going to do?

Why does Betty refuse to eat before she leaves?

2. Listen to Part 3 and answer the questions.

Is Lingling enjoying the party?

Who hang international flags on the wall?

Step 5 Reading

1. Read the dialogue and complete the notes.

Their feelings __________________________

The hall _______________________________

The music _____________________________

Their plans __________________________________________________________________

____________________________________________________________________________

The food and drink _________________________________________________________

2. Read the passage again and answer the questions.

1 Why is Lingling sad?

2 What makes the hall look wonderful?

3 What do they think of the music?

4 What are Tony’s plans?

5 What is on the menu?

6 What do they wish for when they raise their glasses?

Step 6 Complete the questions with the words in the box.

1. Read the questions carefully.

2. Complete the questions with the words in the box.

1 If you say ________, does it mean “Please say that again” or “I’m sorry”?

2 Do you think a(n) _________ is something to eat or something to drink?

3 If you ______ to do something, do you want to do it or not?

4 Do you think the ______ will be better than the past?

3. Ask and answer the questions in pairs.

Step 7 Everyday English

Let Ss say the everyday English that they have learnt in the passage.

• Pardon? 对不起,请原谅(用于礼貌请求别人重复自己没听清或不理解的话)

• I hope so. 在简略句中,表示希望某事发生

• Good for you!(称赞某人)真行,真棒

• Here’s to …(祝酒词)为……的健康(或胜利)干杯

• Cheers! 用作祝酒语, 意为“干杯”

Step 8 Language points

Ss should master the main points from the passage in Part 3.If possible, let the students to say at first.

1. That’s a nice handbag.

handbag表示“(女用)小手提包”。

e.g. You’ll be more beautiful if you wear the red handbag.

如果拎上这个手提包,你会更漂亮。

2. Yes, I am, but I feel a bit sad.

a bit表示“有点…”。用来修饰形容词或副词。

e.g. It’s a bit cold today, isn’t it? 今天有点冷,不是吗?

3. It’s got a great beat! 节奏太棒了!

beat指“(音乐、诗歌等的)节奏,节拍”。

e.g. Follow the beat, please. 请跟上节拍。

4. Pardon?

pardon表示“对不起,请原谅”。用于礼貌地请求别人重复没听清或没听懂的话。

e.g. -Where is the post office?

-Pardon?

5. Do you intend to stay in China for long,

Tony? 托尼,你打算在中国待很长时间吗?

intend to do sth. 表示“打算做某事”。

e.g. Finney intends to go to Australia next year if all goes well.

如果一起顺利,芬尼打算明年去澳大利亚。

for long相当于 for a long period of time, 表示“很长时间”。

例如:-Have you been waiting for long?

-No, not for long. Only a few minutes.

6. And even if I go back to the UK, I’ll come back and visit you all.

即使我回到英国,我也会回来看你们的。

even if表示“虽然,尽管”, 相当于even though。

e.g. Even if I fail this time, I would try again.

即使我这次失败了,我还要再试试。

7. Let’s fetch something to eat.

fetch表示“(去)取来,拿来”。

e.g. Your schoolbag is not here. Please go downstairs and fetch it.

你的书包不在这。请到楼下把它拿上来。

something to eat表示“吃的东西”。

Step 9 Listening

1. Listen and mark the pauses.

I’ll finish my high school education here, but I want to go back to my home

town one day. What are your plans, Daming?

2. Listen again and repeat.

Step 10 Read and listen

1. Read and mark the pauses.

Let’s raise our glasses. Here’s to our friendship, everyone … and to the future!

2. Listen and check.

Step 11 Ask and answer

Ask and answer the questions in Part 8 in pairs.

1 What are your plans and hopes for the future?

2 Are you going to have a school-leavers’ party?

3 What will you do on your holiday?

4 Will you miss your friends and classmates? Why or why not?

Step 12 Exercises

Let students do more exercises to master the language points.

1 -Would you mind lending me your pen?

- _________

A. Pardon? B. Let’s go.

C. I hope so. D. Cheers.

2 I like listening to the song because it has a great ________.

A. look B. pancake C. handbag D. beat

3 Betty intends ______ for America next month.

A. leave B. leaving C. to leave D. left

4 The cake is over there, ____ it for me, please.

A. take B. fetch C. carry D. with

Keys: ADCB

Step 13 Homework

仿照课文中的对话,用英文介绍一下你毕业后的打算。60词左右

九年级仁爱版英语课堂教案5

教学目标

1. Knowledge Objects

(1) Key Vocabulary:stay up

(2) Target Language

2. Ability Object

Train students’ integrating skills.

3. Moral Object

Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.

教材分析

1.Teaching Key Points

Talk about what oneself is or isn’t allowed to do using the target language.

Ask for what someone is or isn’t allowed to do using the target language.

2. Teaching Difficult Point

Train students’ integrating skills by task-based activities.

教学过程

Step Ⅰ Revision

Play a game to review the structure be or be not allowed to.

Divide the class into groups. Each group is asked to make a list of school rules.

The group which writes down the most rules within five minutes wins the game.

Step Ⅱ 3a

This activity provides reading and writing practice using the target language.

Point to the picture and ask students to describe it.

Invite a pair of students to read the conversation to the class.

Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.

Get students to complete the chart individually. Remind them to use "Don’t" and "You can".

As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.

Check the answers.

Answers

Sun Fei: You have to be home by 10:00 p.m.

Wu Yu: You have to stay at home on school nights.

You can go to the movies with friends on Friday nights.

You can go shopping with friends on Saturday afternoon.

You can choose your own clothes.

Don’t get your ears pierced.

Step Ⅲ 3b

This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.

SA: What rules do you have at home?

SB: Well, I’m not allowed to go out on school nights. How about you?

SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.

Write the conversation on the blackboard.

Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.

Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.

Ask several pairs to share their conversations with the class.

Step Ⅳ Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class.

Call students’ attention to the chart. Set a time limit of one minute.

Students read the headlines at the top and at the sides.

Demonstrate how to fill in the chart with a student.

T: Do you have to go home after school, Wei Ming?

W: Yes,I do.

T: Are you allowed to stay up until 11 : 00 p.m.?

W: No, I’m not.

T: …

Tell students where to write Wei Ming in the chart.

Say, You are to ask different students in the class and find three people who have to follow

each of the rules in the chart.

Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.

Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.

Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.

Optional activity

Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.

Step Ⅴ Summary and Homework

Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.

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